This document aims to be a supportive tool for use by ALL school staff to identify possible strategies to use in our schools. It recognises that each school, classroom and young person is unique.
“xiii. A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
xiv. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
• has a significantly greater difficulty in learning than the majority of others of the same age, or
• has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions
xv. For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age by mainstream schools, maintained nursery schools, mainstream post-16 institutions or by relevant early years providers.”
To ensure ALL children are able to access the curriculum at an appropriate level and fulfil their potential staff take the following actions:
Make adaptations to ensure that ALL pupils have access to the school curriculum and school activities to enable all pupils to develop their abilities, interests and talents
High expectations of all learners and support pupils to achieve their full potential despite any difficulty or disability they may have, providing opportunities for pupils to develop confidence, self esteem and resilience
Ensure that staff are aware of pupil’s individual needs and teach in a way that is appropriate for them, setting achievable and realistic targets both academic and non-academic
Work in partnership with parents/carers, pupils and where appropriate external agencies
Regularly review policy and practice in order to achieve the best outcomes for all our pupils